Course Objectives
The course is roughly divided into four sections that are outlined below. We should emphasize that at some points during the semester, you will be working on more than one project at a time. Planning is critical!
* Learn basic physical, chemical, and biological sampling techniques used in limnological research: You will be using both laboratory and field research techniques as you collect and analyze data for your scientific research papers. Please dress appropriately for days we are sampling- we will sample in the rain and in rough windy weather. Come to lab prepared.
* Learn the importance of seasonal cycles in lakes by
tracking changes in a single lake over time. Because of our proximity to
* Learn how morphology and location of lakes
influence limnological characteristics of lakes by comparing several lakes in
* Propose and conduct an original group research project, as research scientists do on a regular basis. This part of the course will allow your group to organize and conduct original scientific research that will culminate with an in-class presentation of results along with your Group Project paper.
* This is a WRITING INTENSIVE COURSE. We stress the importance of scientific writing in presenting your ideas and research results to your peers. We expect you to finish this course with a good idea of how to write a scientific paper. To track the improvement of your scientific writing throughout the course you will be asked to keep a Research Portfolio of all your written work that will be passed in with each assignment. A brief outline of our expectations for each writing portion of the class is outlined below.
Texts
The required course lab manual is available at Bob's Copy
Shop
Brock, T.D. 1985. A Eutrophic
Day, R.A. 1988.
How to Write and Publish a Scientific Paper. Oryx Press. 211 pp.
Dodson, S.I. 2005. Introduction to Limnology. McGraw-Hill. 400pp.
Horne, A. J. and C.R. Goldman. 1994. Limnology. 2nd ed. McGraw-Hill. 576 pp.
Hauer, F. R. and G. Lamberti. 1996. Methods in Stream Ecology.
Kalff, J.
2002. Limnology: inland water ecosystems. Prentice
Hall.
Kitchell, J.F. 1992.
Food Web Management: A Case Study of
Thornton, K. W. and B. L. Kimmel and F. E. Payne. 1990. Reservoir
Limnology: Ecological Perspectives.
Wetzel, R.G. 1983.
Limnology. 2nd ed. Saunders Coll.
Wetzel, R.G. & G.E. Likens. 1991. Limnological Analyses. Springer-Verlag.
Grading and Assignments:
COURSE GRADING
Requirement Percent of grade
Lab Feedback Questions 6 %
Excel Assignment 5 %
Seasonal Trends Group
Presentation/Class
Discussion
5%
Paper Summaries (7%)
Hypotheses (8%)
Intro/methods/results draft (15%)
Initial Draft (20%)
Final Draft (50%)
Group Project Paper 30%
Proposals (20%)
Oral presentations (20%)
Written paper (60%)
Weekly Quizzes 15%
Participation 5%
Peer Review 4%
100%
MAJOR ASSIGNMENTS:
Lab Feedback Questions (Due by
These questions are short answer informal writings designed to tell yourself and us how well you understand the material and to prepare yourself for issues that will arise in your group projects. These questions require no more than a legibly written paragraph per question and responses must be in your own words.
Excel Graphing Assignment
In this assignment you will take a tour of a computer software program that will allow you to later graph and statistically analyze data for your lab feedbacks, multilakes paper, and group project Getting tips from your peers or finding us (your TA’s) to help with this is encouraged.
Seasonal Trends Group Presentation and Class Discussion
In groups, you will analyze and present data that demonstrates seasonal trends in some key limnological parameters. Each group will also turn in a brief written summary of their findings. A group discussion will further illuminate the importance of seasonality in lakes and the interactions between parameters. Data will come from the North Temperate Lakes Long Term Ecological Research (LTER) online dataset (http://lterquery.limnology.wisc.edu/index_new.jsp?project_id=LTER1).
These assigned readings will introduce you to several scientific questions that can be addressed through a comparison of several lakes. In this assignment you are to identify the null and alternative hypotheses, state the rationale or argument they provide for each hypothesis and summarize their findings. [Two paragraphs for each article. 12-point font, double-spaced]
B.
This assignment is designed to prepare you for the field trip to UW’s Trout Lake Research Station where you along with the rest of the class will be conducting a field investigation of several lakes. For this assignment you are asked to provide the null and alternative hypotheses for your Multi-Lake research project. You should include a statement of your predictions and your scientific explanation or rationale for each prediction. [No more than two paragraphs. 12-point font, double-spaced]
C.
At this stage you will begin to piece together a paper in scientific format. This paper should have an Introduction followed by a Methods section and then the graphs of a Results section. Each graph should be clearly labeled and follow stylistic guidelines you learned from the Excel assignment. Graphs should be computer generated: the computer is a primary tool even for the field researcher - use it!! You should also begin to describe what your data is showing you in a brief results section. This draft will be reviewed by your peers in an in-class session so put some time into it!!! See Appendix B for further explanation on scientific writing. [At least 3 graphs, 12-point font, double-spaced. Do not include raw (un-graphed or un-summarized) data or tables.]
D.
Your first full draft should follow the format of the “Writing a Scientific Paper” in the Appendix. We expect you to cite at least three (3) sources that pertain to your question. Up to two of these sources can be textbooks but at least one source has to be a peer reviewed journal article. This “draft” will be reviewed (not edited for grammar and spelling), graded and returned so you can make appropriate changes based on our suggestions. [7 pages, double spaced, 12 point font. Figures and Tables should be computer generated and attached to the back of the paper. Do not include raw data.]
E.
In addition to all the criteria set forth for previous versions, this “draft” will also be evaluated on your response to our revisions. (You must turn in all prior drafts of the paper to us and any written comments from your TA’s and peers in the form of your Research Portfolio). We expect that you will revise more than just spelling and grammatical errors. Include a cover letter which addresses your responses to our suggested revisions. [7 pages, double spaced, 12 point, include a cover letter. Figures and Tables should be computer generated and attached to the back of the paper. Do not include raw data.]
Group Research Paper
A. Written Proposals
This short paper will include a statement of the importance or relevance of your research, your hypotheses and your research objectives/sampling design (including number of replicates and map of your sampling locations). This will also include a section on how your group intends to partition the responsibilities of collecting, analyzing and writing the final research paper. End your paper with a list of required equipment. We will organize Group Conferences soon thereafter to discuss if you have a snowball’s chance in hell of completing your project before winter really sets in. [No more than 2 pages in outline form]
B. Oral Proposals
This will be a public forum in which your group presents the ideas of your Written Proposal to your peers. As budding limnologists you will be able to provide excellent advice concerning each other's projects. The Oral Proposals should include appropriate revisions discussed in the Group Conferences. These presentations should include overheads or other multi-media materials displaying the components of your Written Proposals. [No more than 10 minutes in length]
C. Group Project Paper
This paper should be in scientific format as above. We expect you to cite at least 5 sources. Three of these can be textbooks but at least 2 of them have to be peer-reviewed journal articles This does not include your course text, lab manual, or non-peer reviewed sources. All group members should participate in writing the paper. To this end, we would like you to clearly mark who has written which part(s). We suggest that you use the second to last week of lab time to write your paper together. [5 pages of text, 12 point, double spaced]
D. Group Project Presentation
These presentations should focus on a brief introduction to your question, minimal time on the methods and a majority of time on results and the conclusions one can draw from your data. These presentations should include powerpoint or other multi-media materials displaying the components of your Group Project. Photos of field sites or experiments are useful. [No more than 10 minutes in length and all members of the group should present.]
Research Portfolio
For the two major papers in the class:
Written Work Evaluation Policy
Because this class is an upper-division writing class we will not be spending our time correcting grammar, spelling and sentence structure problems in your writing. We are assuming that you have had training in these fundamental writing skills. Therefore, if you are not confident in your writing skills you should start papers early and revise frequently. Have a friend review your work or contact the Writing Center on campus: www.wisc.edu/writing/, or 608/263-1992, or 6171 Helen C. White. We will not be commenting specifically on the quality of your writing, but you will be evaluated on grammar, structure, and clarity. The focus of our comments will be organization, content, graphing and analysis and understanding of the material.
· Your prompt attendance is required at all laboratory sessions. You must contact us in advance if you will be missing a lab. Arrive on time to lab as we will often give the quiz and important announcements within the first 10 minutes.
·
Plan for each lab to go until
· Plagiarism will not be tolerated. Consequences will be severe and all cases will be reported to the Dean of Students office. If you need clarification on what constitutes plagiarism see: http://www.wisc.edu/writing/Handbook/QuotingSources.html
· Barring significant extenuating circumstances, late assignments will not be accepted.
· Note MANDATORY field trip(s)